Benefits of a psychoeducational happiness course on university student mental well-being both before and during a COVID-19 lockdown

Bruce Hood; Sarah Jelbert; Laurie R. Santos

doi:10.1177/2055102921999291

Benefits of a psychoeducational happiness course on university student mental well-being both before and during a COVID-19 lockdown

Bruce Hood^*, Sarah Jelbert, Laurie R. Santos

^*Corresponding author for this work

Research output: Contribution to journal › Article (Academic Journal) › peer-review

1 Citation (Scopus)

Abstract

We tested whether a psychoeducational course improved well-being in three cohorts. Study 1 found significantly higher mental well-being in first year undergraduates who took the course compared to a waiting-list control. Study 2 revealed that students taking the course when COVID-19 restrictions began did not experience increases in mental well-being but had significantly higher well-being than a third matched group. In Study 3, an online course increased mental well-being in University students and staff during a COVID-19 lockdown. These findings support the claim that psychoeducational courses are beneficial in both live and online formats and in times of collective uncertainty.

Original language	English
Journal	Health Psychology Open
Volume	8
Issue number	1
DOIs	https://doi.org/10.1177/2055102921999291
Publication status	Published - 3 Apr 2021

Bibliographical note

Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The authors received financial support for research and publication from the Elizabeth Blackwell Institute, University of Bristol Alumni Association and the Rosetrees Trust.

Publisher Copyright:
© The Author(s) 2021.

Structured keywords

Covid19

Keywords

mental health
mental well-being
positive psychology
students
universities

Access to Document

10.1177/2055102921999291

Cite this

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abstract = "We tested whether a psychoeducational course improved well-being in three cohorts. Study 1 found significantly higher mental well-being in first year undergraduates who took the course compared to a waiting-list control. Study 2 revealed that students taking the course when COVID-19 restrictions began did not experience increases in mental well-being but had significantly higher well-being than a third matched group. In Study 3, an online course increased mental well-being in University students and staff during a COVID-19 lockdown. These findings support the claim that psychoeducational courses are beneficial in both live and online formats and in times of collective uncertainty.",

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note = "Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The authors received financial support for research and publication from the Elizabeth Blackwell Institute, University of Bristol Alumni Association and the Rosetrees Trust. Publisher Copyright: {\textcopyright} The Author(s) 2021.",

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AU - Santos, Laurie R.

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N2 - We tested whether a psychoeducational course improved well-being in three cohorts. Study 1 found significantly higher mental well-being in first year undergraduates who took the course compared to a waiting-list control. Study 2 revealed that students taking the course when COVID-19 restrictions began did not experience increases in mental well-being but had significantly higher well-being than a third matched group. In Study 3, an online course increased mental well-being in University students and staff during a COVID-19 lockdown. These findings support the claim that psychoeducational courses are beneficial in both live and online formats and in times of collective uncertainty.

AB - We tested whether a psychoeducational course improved well-being in three cohorts. Study 1 found significantly higher mental well-being in first year undergraduates who took the course compared to a waiting-list control. Study 2 revealed that students taking the course when COVID-19 restrictions began did not experience increases in mental well-being but had significantly higher well-being than a third matched group. In Study 3, an online course increased mental well-being in University students and staff during a COVID-19 lockdown. These findings support the claim that psychoeducational courses are beneficial in both live and online formats and in times of collective uncertainty.

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Benefits of a psychoeducational happiness course on university student mental well-being both before and during a COVID-19 lockdown

Abstract

Bibliographical note

Structured keywords

Keywords

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